Adult Esl Student Motivation for Participation in Advanced Language Learning
Adult ESL Student Motivation for Participation in Advanced Language Learning
A. LANE IGOUDIN, M.A., PH.D.
Published in 2008 by The CATESOL Journal, 20 (1), 27-48.
ADULT ESL STUDENT MOTIVATION FOR PARTICIPATION IN ADVANCED LANGUAGE LEARNING
1
Abstract In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. This research project investigated the motivational processes of 10 adult immigrant English learners which led them to take an advanced ESL reading course. Using a mix of quantitative and qualitative strategies, the study found that the surveyed group of ESL students chose to engage in advanced language learning in order to, first and foremost, join the dominant language culture and community. Instrumental reasons, though quite important to these students, appeared to be outweighed by the integrative ones. The student’s social identity proved to be a major factor in this process as student motivation often originated in the disjuncture between the learner’s current and desired identities. Furthermore, students viewed language education as a necessary transitional path towards integration and attainment of a desired identity.
Author Lane Igoudin has taught various levels of ESL at Cypress, Coastline, Long Beach City, and Los Angeles City colleges. He is a Board Member of the Orange County Chapter of CATESOL. He has presented his research on motivation and identity issues of ESL learners at CATESOL, TESOL, AERA, and AILA conferences.
ADULT ESL STUDENT MOTIVATION FOR PARTICIPATION IN ADVANCED LANGUAGE LEARNING
2
Introduction TESOL scholarship, originating in the field of applied linguistics, has, at times, overlooked non-language factors and contexts that may affect language learning. Much of the knowledge, however, gained through education and psychology studies can be applicable to the populations and topics under study in TESOL.
A. LANE IGOUDIN, M.A., PH.D.
Published in 2008 by The CATESOL Journal, 20 (1), 27-48.
ADULT ESL STUDENT MOTIVATION FOR PARTICIPATION IN ADVANCED LANGUAGE LEARNING
1
Abstract In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. This research project investigated the motivational processes of 10 adult immigrant English learners which led them to take an advanced ESL reading course. Using a mix of quantitative and qualitative strategies, the study found that the surveyed group of ESL students chose to engage in advanced language learning in order to, first and foremost, join the dominant language culture and community. Instrumental reasons, though quite important to these students, appeared to be outweighed by the integrative ones. The student’s social identity proved to be a major factor in this process as student motivation often originated in the disjuncture between the learner’s current and desired identities. Furthermore, students viewed language education as a necessary transitional path towards integration and attainment of a desired identity.
Author Lane Igoudin has taught various levels of ESL at Cypress, Coastline, Long Beach City, and Los Angeles City colleges. He is a Board Member of the Orange County Chapter of CATESOL. He has presented his research on motivation and identity issues of ESL learners at CATESOL, TESOL, AERA, and AILA conferences.
ADULT ESL STUDENT MOTIVATION FOR PARTICIPATION IN ADVANCED LANGUAGE LEARNING
2
Introduction TESOL scholarship, originating in the field of applied linguistics, has, at times, overlooked non-language factors and contexts that may affect language learning. Much of the knowledge, however, gained through education and psychology studies can be applicable to the populations and topics under study in TESOL.